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Newton, Massachusetts 02159 Admissions Catalog 1971 

Newton College of the Sacred Heart 


The College reserves the right to make changes in the regulations and courses announced in this catalog. 

Newton, Massachusetts 02159 

Admissions Catalog 1971 

Newton College of the Sacred Heart 

Newton College of the Sacred Heart 

8F.S Centre Street 
N.wn«i, M.i-N.icWusetts 02159 


Table of Contents 

Introduction / 3 

Women at Newton College of the Sacred Heart / 5 

The Curriculum / 18 

Major Fields of Study: An Analysis / 23 

Admission and Finances / 39 

Faculty / 48 

Index / 53 

Correspondence Directory / IBC 


Newton College of the Sacred Heart is a residential liberal arts 
college for women located in the suburb of Newton, Massachusetts, 
seven miles west of Boston. 

The College, established in 1946, shares in the educational tradition 
of the Society of the Sacred Heart which was founded by Saint 
Madeleine Sophie Barat in France in 1800 and which for one 
hundred seventy years and in every part of the world has devoted 
itself to the education of girls and young women. The Society has 
schools and colleges on all the continents and their students 
share the advantages of belonging to an international educational 
organization. Membership in the International Sacred Heart 
Alumnae Association offers many opportunities for interesting 
friendships with Religious of the Sacred Heart and alumnae 
throughout the world. 



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Women at Newton College of the Sacred Heart 

Newton College may owe its existence to the fact that 
life at the college for students has always been im- 
mensely educational and enjoyable. For many years, 
the majority of applicants seem to have been attracted 
to the College by someone who knew the Newton com- 
munity well — a student, a professor, or perhaps a 
Sacred Heart nun, or an alumna. Thus, largely through 
word of mouth, the community has grown to 800. 

As might be expected, the most notable quality of 
student life at Newton is a shared sense of community. 
In the last twenty five years the community has broad- 
ened to include women from every state and thirty 
foreign countries. Although the life-styles and interests 
of students have also proliferated, the sense of com- 
munity remains as strong as it was when the College 
was instituted in 1946. 

For reasons difficult to relate, the College inspires 
extraordinarily affectionate loyalties— not so much to 

the College itself as among students, faculty, religious 
and even administrators. These loyalties, if always very 
loosely organized, make possible freedoms and respon- 
sibilities which would be considered avant garde 

Student Governance 

The College takes it as an established fact that each 
student who has passed the College's entrance require- 
ments possesses a superior intellectual and moral found- 
ation, and is fully capable of accepting the responsibili- 
ties of membership in the community of Newton College. 
Accordingly, final responsibility for such college policies 
as affect student private and social life is vested in the 
students themselves. Students who cannot live up to 
these serious responsibilities are disciplined by their 

The 100-member Student Senate is the recognized 
agency for student discussion, organization and action. 
It sets and enforces standards and regulations in practi- 
cally all matters of student affairs, including curfews and 
parietal regulations. It is also the function of the Student 
Senate to coordinate and express student opinion; to 
initiate specific proposals to promote the welfare of 
the college; and to assist and supervise in the effective 
functioning of student activities, organizations and social 

In addition, students now serve on all of the College's 
Presidential Committees, which make recommendations 
to the President in all matters of college policy, ranging 
from academic standards to finances. 

As an organ of student government, the Student 
Academic Council serves as a communicating body 
among the students, dean, and faculty on academic 
matters. The Council also sponsors cultural activities, 
one of which is The David Reeves Lecture Series. The 
Series brings distinguished scholars, artists and civic 
leaders to the campus at intervals throughout the 
academic year. 

Student Organizations 

Several organizations are sponsored by the students 
to benefit the college community. In the social and cul- 
tural areas, the Social Committee arranges events with 
the numerous colleges and universities in the Boston 
area, and, along with the Interest Committee, keeps 
the student body informed of other social activities, 
including ski weekends, concerts, dances, exhibits, 
cinema and drama. Other on-campus activities include 
the Drama Club, which presents two productions annually; 
the Glee Club, which presents a number of single and 
joint concerts throughout the year; and the Newtones, 
a folk and pop singing group which performs throughout 
the Northeast and has issued several successful 

The student organizations jointly sponsor an annual 
Fine Arts Week at Newton College, during which all of 
the arts are presented and celebrated. This event has 
become popular throughout the New England area. 
Among the recent participants in Fine Arts Week have 
been Yousuf Karsh, Anthony Newman, Rolf Scharre, 
the German Center Boston Branch of Goethe Institute, 
Munich, the Dawson-Eira Jazz Ensemble, and the Na- 
tional Center of Afro-American Artists, and numerous 
other singers, dancers, poets and artists. The Volunteer 
Service Organization is responsible for volunteer service 
work being done by Newton students in the Greater 
Boston area. Teaching in Roxbury, visiting hospitals, 
working with the mentally retarded, and serving as aides 
at Children's Hospital are a few of the many opportuni- 
ties made available to the Newton woman interested in 
community service work. Students may work individually 
or in groups. VSO has always been open to experimental 
student-initiated projects. Students may participate in 
a growing variety of political organizations from the struc- 
tured and long established Young Republican and Demo- 
crat Clubs to several ad hoc groups which come together 
for various projects. The Athletic Association sponsors 

activities such as basketball, horseback riding, volley- 
ball, sailing, tennis, dance, fencing, and golf. Recently 
the Newton sailing team won first place honors in North- 
east sailing competition, capturing the Boston Univer- 
sity President's Trophy. 

Many students find academic societies such as the 
Psychology Club and the French Club to be a means of 
sharing lifelong interests with others of similar mind. 
Newton publications such as 885, the College's weekly 
newspaper, and The Well, the college yearbook, provide 
a media for student creativity and expression. 

The Black Students' Association was formed to facili- 
tate interaction with other Black Students' Associations 
in the Boston area. Members hope to establish a unified 
voice in matters that affect black students at Newton, 
to contribute to the black community in Greater Boston, 
and to establish a source of aid and information to incom- 
ing and prospective black students. 

The National Student Association is an organization 
of student governments of nearly 400 colleges and uni- 
versities across the country. The function of NSA is 
twofold: to develop a student service program with low- 
cost offerings in travel, films, records, books, life insur- 
ance, and many other items; and to provide action- 
oriented information and programs on issues of student 
interest, such as student power and student government, 
institutional racism, educational reform, national and 
international politics, drug studies, and students' legal 
rights. NSA representatives on the Newton campus 
participate in conference and projects on regional and 
national levels, and sponsor speakers, workshops, films, 
and other events on campus. Newton women have held 
elective offices in both regional and national levels of 

The Experimental College at Newton is a student- 
initiated student-run experiment in learning. The College 
responds directly to the needs of the students and 
provides a forum for faculty-student discussion of con- 
temporary issues. The courses supplement the usual 
college curriculum. The test of Experimental College 
courses is relevance, and the courses are creative and 
personal. This organization allows anyone to give or take 
a course, and there are no fees, tests, grades, or credits. 
The only requirements are initiative and a genuine 
interest in learning through sharing openly with others. 

Living Environment 

The Newton College campus is situated on fifty acres of 
wooded hills adjoining Edmands Park, a large public 
park in Newton, Massachusetts, a suburb of Boston. 
Within minutes of the college are some of the most dis- 
tinguished universities, laboratories, hospitals, muse- 
ums, public broadcasting agencies, galleries, repertory 
theatres, orchestras, and publishing houses in America. 
These places are stimulating, and liberating, in that each 
woman is able to use the environment to pursue those 

interests and associations unique to her own personality. 
Newton College has six dormitories, each of which 
accommodates from 100 to 150 students. The dormi- 
tories bear the names of Richard Cardinal Cushing of 
Boston, Mother Aloysia Hardey, one of the first Ameri- 
can religious of the Sacred Heart, Blessed Philippine 
Duchesne, foundress of the Society in the United States 
in 1818, and Mother Louise Keyes, one of the foundres- 
ses of the College. Women live in either single or double 

rooms, although a few rooms for three or four are avail- 
able to upperclassmen. The cost of all rooms is the same, 
and students may change rooms and dorms from year 
to year. 

Entering freshmen and members of the junior class 
arrive at the college several days earlier than soph- 
omores and seniors. Each freshman is assigned a "junior 
sister" who establishes contact with her during the 
summer months, and is here to welcome her. Volunteer 
groups of juniors, along with faculty and religious, 
acquaint freshmen with the campus, and explain the 
function and operation of the various academic and 
governing elements within the College. They also guide 
them through a weekend of tours, mixers, and other 
social events to give each woman a grasp of the cultural 
and recreational advantages of Boston and a sincere 
welcome to the community of Newton College. 

Members of all four classes live in each dorm, sharing 
its formal and informal lounges, music rooms, kitchen- 
ette, television sets, laundry, telephones, and community 
life. All students are permitted to have cars on campus. 
Each dormitory complex has, in residence, a Director, 
Assistant Director and a Counselor. The Director is a 
young married woman whose husband is a graduate stu- 
dent in one of the nearby universities. These young 
adults serve as friends and advisors to students. 

Fifteen seniors are currently participating in an experi- 
mental off-campus living program, while almost 50 others 
commute from their homes in the Boston area. These 
"off-campus" students have a lounge and kitchenette of 
their own and participate fully in college life. 

Because the College was founded a comparatively 
short time ago, its student union, classrooms, libraries, 
laboratories, chapel, infirmary, offices, dormitories and 
multi-media facilities are modern and well-designed. 
Adding to the character of the campus are the two large 
and architecturally interesting estates of the Harriman 
and Schrafft families. 

The Putnam Art Center, formerly the Harriman estate, 
and the building which served as the College Library 
until 1966, was rededicated in 1967 and named for 
Roger Lowell Putnam, a long-time benefactor of the 
college, and father of Sister Carol Putnam, a faculty 
member in the Art Department. It contains studios and 
classrooms, the art library and slide collection, the 
office of the Art Department, and a circular exhibit 
staircase. The Putnam Art Center has, in recent years, 
become a kind of sanctuary and forum for artistic and 
creative students, religious and faculty. 

Barat House, formerly the country estate of the 
Schrafft family, is the original building of the College. 
It is named for St. Madeleine Sophie Barat, the foundress 
of the Society of the Sacred Heart, and it currently 
houses some of the religious who live on campus, as well 
as providing a number of large and lovely reception 
rooms where various college functions are held. 

Medical and Counseling Services 

The services of the College physician and nurses are 
available to students at the Spellman Infirmary, a modern 
facility located on the campus. Twenty-four hour cover- 
age of the infirmary is provided by registered nurses, 
and the College physician is on call at all times. Con- 
sultants to the College Health Services, representing all 
specialties, serve on the faculty of the Tufts University 
School of Medicine, and on the staff of St. Elizabeth's 
Hospital in nearby Brighton. In the event of serious 
illness, students are hospitalized at St. Elizabeth's. 

The College also participates in the personal counsel- 
ing program offered by the College Mental Health 
Center of Boston, Inc., (4360 Prudential Tower, 800 
Boylston Street, Boston, Massachusetts, Telephone 
262-3315.) The Center offers evaluation and short term 
assistance to students, faculty, and staff of participating 
institutions upon request. There is normally no charge 


to students or parents for consultation or office treat- 
ment, and the Center does not routinely inform the col- 
lege or parents of such visits without the student's 
specific consent. Students may call directly for an ap- 
pointment, or appointments may be made through the 
infirmary. In emergencies the number may be called at 
any time. 

Many students seek advice from friends, faculty, staff, 
religious or upperclassmen in academic, social and 
personal matters. More formal counseling is available 

from the Academic Dean and Assistant Deans, the Dean 
of Students and Director of Residence Life, faculty mem- 
bers, the College Chaplain, the resident head of each 
house, and College doctors and psychiatrists. Each 
student is urged to seek help from the person she feels 
can best understand her and give sound advice. For- 
tunately, Newton College is a very personal and close 
community, and, while it is possible to develop a very 
independent life-style, friendship and help is never 
far away. 




Founded by the Society of the Sacred Heart, and infused 
with the Society's traditional spirit of active humanitar- 
ianism through the work of education, Newton College 
has always been and remains today a religiously based 
institution. The strong religious tradition of the college, 
far from limiting dialogue or circumscribing social in- 
volvement, in fact provides the ethical incentive for the 
aggressive questioning, the searching for truth and so- 
lutions in an often bewildering world, that is the moving 
force of a fine liberal education. The commitment to this 
kind of education, a commitment which is in a very real 
sense a religious or moral commitment, is the very es- 
sense of the Sacred Heart heritage that inspires and sup- 
ports this institution. 

The chief distinction then between Newton College 
and "non-sectarian" women's liberal arts colleges is that 
life and education at Newton are inevitably "value-orien- 
ted'.' Newton women, whether traditionalists or "women's 

lib" (and the two are not necessarily incompatible), seek 
to develop a personal philosophy towards life and mor- 
tality, and to shape creative and professional means for 
expressing this philosophy in their daily lives. 

A resident College Chaplain, selected by students 
themselves, is available to students for counseling. 
Liturgies are celebrated daily from Folk Masses in dorm 
lounges, to formal, organ-accompanied Chapel Mass 
on Sunday morning. Attendance at all liturgical func- 
tions is voluntary. 

The Christian Living Committee, a student organiza- 
tion, promotes the spirit of Christian living on and off 
campus. Members prepare liturgical services, and raise 
money to sponsor Lay Apostolate groups who spend 
two weeks at Easter and part of the summer vacation 
in deprived areas of Appalachia and the Ozarks. 

The Chapel, which seats 900, was completed in 1962. 
Beneath the Chapel are the Chaplain's quarters and a 
hall with theatre facilities seating 600. 



Social Life 

Traditionally, mostorganized social activity takes a variety 
of forms. The attractions are as many and varied as are 
the students of Newton. Boston College, Harvard, MIT, 
Holy Cross, Dartmouth, Boston University, Tufts and 
Yale, among others, are within easy driving distance. 
Students also enjoy the restaurants, theatre, concerts, 
cinema, politics, art, sights and countryside of Greater 
Boston as well as the campuses of neighboring colleges. 
Insofar as social life may affect the needs and rights 

of other women, the Student Senate is responsible for 
asserting those rights and enforcing social rules adopted 
by a majority of students. Over the years, students have 
displayed a deep sensitivity to injustice and a willingness 
to defend the rights of individual women to privacy, free 
expression, and freedom of association. 


.- * 


In summary, women at Newton College live together in 
a community founded on a respect for the ability of in- 
dividual women to make important decisions on their 
own. Because they value these liberties, and because 
the responsibility for maintaining the respect of faculty, 
religious and the larger society is also their own, women 
are drawn together in a sense of shared community. 

Nonetheless, diversity of styles, opinions, tastes, 
and interests is both cultivated and welcomed. Most 
women take advantage of the varied resources and 
experiences of the metropolis in the course of their 
life at Newton. These experiences are, in turn, balanced 
by academic challenges and opportunities equal not 
only to the desire of students to learn, but also to the 
desire of a dedicated faculty to discover anew. 



Newton College of the Sacred Heart is a member of 
the New England Association of Colleges and Secondary 
Schools which accredits schools and colleges in the six 
New England States. Membership in one of the six 
regional accrediting associations in the United States 
indicates that the school or college has been carefully 
evaluated and found to meet the standards agreed upon 
by qualified educators. Newton College of the Sacred 
Heart also is a member of the College Entrance Exami- 
nation Board, the American Council on Education, the 
Association of American Colleges, the National Catholic 
Educational Association and other educational 

The Curriculum 

The requirements for the Bachelor of Arts or the Bach- 
elor of Science degree have been so arranged as to 
leave the fullest freedom of choice to the student while 
still ensuring a broad acquaintance with the main fields 
of scholarly interest. Work in the major field is intended 
to lay a firm foundation in one discipline, or, in the case 
of the Liberal Studies major, to assist the student to 
achieve a synthesis of her knowledge as she draws it 
from a number of different disciplines and applies it to 
her chosen problem. 

Along with freedom to choose among different courses 
and disciplines, the student is also exposed to a variety 
of educational situations as part of her learning. Instruc- 
tion occurs through not only lectures, but also field work, 
tutorials, independent research, cinema, foreign study, 
and cross-registration at other Boston-area institutions. 

Requirements for the Degree of Bachelor of Arts 

Most students take four semesters of The Study of World 
Cultures as the basis of their liberal arts program. The 
course provides an opportunity to single out for atten- 
tion the great problems which have faced Western man. 


By way of comparison, other cultures are drawn upon 
to illuminate the manner in which mankind has grappled 
with its questions— political, social, economic, philo- 
sophical, artistic and religious. Members of the Newton 
College faculty lecture in the course and eminent scholars 
fromother colleges and universities (e.g. Boston College, 
Brandeis, Harvard, Massachusetts Institute of Technol- 
ogy) also contribute to the variety and richness of the 
intellectual experience. A list of readings centering 
largely on the great masterpieces of the world give depth 
to the treatment of the material. These readings and the 
lectures are subjected to special analysis in weekly sem- 
inars. The course, which is a "study; 1 not a "survey!' is 
interdisciplinary in nature and selective in its coverage. 
It seeks to bring about an "illumination of the mind" rather 
than the mere retention of a mass of facts. Students who 
have completed the course are usually enthusiastic 
about its value to them. Yet there will always be students 
who find a pre-established series of lectures and read- 
ings not sufficiently suited to their own needs. Such 
students may present an alternate program accounting 
for about the same amount of credit and fulfilling some 
of the same objectives as are sought in The Study of 
World Cultures. If their program meets with the approval 
of the Academic Dean they may proceed with it. Such 
a plan may be substituted for the whole or for a part of 
The Study of World Cultures. 

Entering students are required to demonstrate during 
the freshman year proficiency in English Composition. 
This may be accomplished in three ways: 

a) by scoring 3 or above in the Advanced Placement 

b) by passing a Proficiency Examination offered during 
Orientation at Newton College (students scoring be- 
low 575 on the College Board's English Achievement 
Test are not encouraged to seek exemption from 
Freshman Composition); 

c) by successfully completing two semesters of Fresh- 
man Composition. 

Students scoring 4 or 5 in the Advanced Placement 
Examination receive six credits towards graduation. In 
addition, all freshman who do not have a medical exemp- 
tion are required to complete two semesters of Physical 

The Degree of Bachelor of Science 

Newton College also offers the Bachelor of Science 
degree. The requirements are the same as those for 
the Bachelor of Arts degree with a heavier specializa- 
tion in the sciences. 

Academic Policies 

Each candidate for the Bachelor of Arts or the Bachelor 
of Science degree must have one hundred twenty-eight 
credits while maintaining a passing cumulative grade 
point average (2.0). The normal period of time in which 
to earn the degree is four years and a normal program 
of study consists of sixteen semester hour credits a 
semester. The student must fulfill the requirements of 
a major field and must spend her fourth year in academic 
residence. Either the second or third year may be spent 
studying abroad. 

Note: Official academic policies and department require- 
ments may be found in the Academic Catalog. All stu- 
dents are responsible for knowing the academic policies 
of Newton College of the Sacred Heart. 

Thirty-two credits is the maximum to be accepted by 
Newton College for a year of study abroad or at another 
college in the United States. 

Summer study, either in the United States or abroad, 
is allowed and sometimes advised. Courses taken in 
summer school may count as upper-division courses in 
a major field if the student receives the approval of the 
department head and the Office of the Academic Dean. 
Courses not in the student's major field only need the 
approval of the Office of the Academic Dean. Credit 
will be transferred from any accredited college or uni- 


versity for a course in which the student has received 
a grade of C or above, subject to the policy stated 
above. No more than nine credits altogether may be 
transferred from summer sessions, regardless of how 
many sessions the student attends. 


Cross-registration is arranged with colleges in the 
vicinity during the Fall and Spring semesters. Credit will 
be transfered only with the approval of the Office of the 
Academic Dean. 


The grading system is as follows: 

Letter Grade 

Grade Points 

Quality Points 



Grade points 









number of 



semester hours 

No credit 

The semester average is found by dividing the sum of 
the quality points by the number of semester hours 
taken. The cumulative average is the average of the 
semester grade point averages to date. The passing 
cumulative average and the passing semester average 
are both 2.0. 

Many departments of the College offer a program which 
provides the possibility of students taking one course of 
individual study directed by a member of the faculty. 
Under this program an eligible student may undertake 
a research project or a program of reading in a particular 
field. The results of this work normally will be presented 
in a final report or examination. To be eligible for credit 
in such a course a student must present in advance to 
the Office of the Academic Dean a written description 

of the course, the number of credits desired, and the 
name and signature of approval of her instructor. Only 
after she has received the approval of the Dean's Office 
may she undertake such a course. Approval is not given 
for a reading or independent study course in a subject 
matter handled in regular courses. 


Students in the sophomore, junior and senior classes 
may take courses on a Pass/Fail basis up to the number 
of six courses for the three years. This option does not 
apply to The Study of World Cultures or to courses to 
be used for upper-division credit in the major field. Ttie 
decision to take a course Pass/Fail rather than for a 
letter grade must be made at the time of registration or 
during the period for adjusting registration given at the 
beginning of each semester. 


Students are ordinarily not allowed to take more than 
sixteen semester hour credits per semester. Permission 
to take additional credit must be obtained from the Office 
of the Academic Dean and a fee of $70 for each credit 
above the maximum will be charged. Thisadditional tuition 
does not apply to the class of 1972. 

(Note: Students taking The Study of World Cultures are 
allowed to take seventeen credits without being obli- 
gated to pay for the extra credit.) 


Programs which include a year of study abroad are an 
important part of the curriculum at Newton College of 
the Sacred Heart. A student with a cumulative average 
of 3.0 who wishes to take a year abroad should discuss 
her plans well in advance with the Office of the Academic 
Dean and with one or more professors in her major field. 
Approval will be contingent on the possibility of her 
completing the work successfully. 


Newton College offers students the opportunity to study 
at a European university each summer. The program 
consists of daily morning sessions at the university, fol- 
lowed by afternoon seminars conducted by Newton Col- 
lege professors-in-residence. Weekend excursions, con- 
certs and plays are an integral part of the Summer 
Institute Abroad. Students may receive 4-6 credits in the 
areas of language, cultural history, literature or art. Uni- 
versities at which students may study include: University 
of Caen, University of Vienna and the Instituto de Cultura 
Hispanica (Madrid). 

The program is open to language majors or non-majors 
who have experience with the language of the country 
where they will study. 


Students should register on the registration dates an- 
nounced in the College calendar. Permission of the 
Registrar must be secured for registration on dates 
other than those assigned. No credit will be given for 
any course for which the student is not duly registered 
and which is not officially scheduled. 


Any student who has withdrawn from Newton College 
of the Sacred Heart in good standing may be readmitted 
under the conditions that apply to transfer students. 

Office of Career Counseling 

The Office of Career Counseling offers assistance to 
seniors and alumnae in planning for positions and for 
study on a graduate or professional level. Seniors are 
encouraged to register with the Office of Career 
Counseling. Complete credentials or registrants, includ- 
ing confidential recommendations from faculty members 
and past employers, will remain permanently on file 
and will be forwarded to prospective employers or edu- 
cational institutions upon request. 



Major Fields of Study: An Analysis 

The Major 

The major fields of study offered at Newton College of 
the Sacred Heart are the following: 

American Studies 

Art History 

Comparative Literature 

Liberal Studies 

Modern Languages 


Political Science 

Pre-dental Studies 

Pre-medical Studies 





All major fields look to preparation for graduate study 
but they also offer the student who will not pursue the 
subject matter at a higher level the possibility of gaining 
skills and insights and, at least in some measure, the 
particular qualities of mind which that discipline es- 
pecially imparts. 

Interdisciplinary Majors 

Several of the above mentioned major fields of study are 
interdisciplinary by nature. American Studies affords the 
student the possibility of concentrating her attention 
on the political, social and cultural history of the United 
States as she takes courses dealing with American art, 
government, philosophy, literature, music, economic 
structure, as well as history. Classics combines the study 
of the Latin and Greek languages and literatures with 
that of classical history and art. Comparative Literature 
integrates the knowledge of more than one literature. 
The major in Modern Languages allows the student to 
study two of the five modern tongues taught at Newton 
College— French, German, Italian, Russian and Spanish. 
A major in Pre-medical Studies usually involves work 
in biology, chemistry, physics and mathematics while 
leaving enough flexibility to allow the student to meet 
the sometimes differing requirements of several medical 
schools. The Liberal Studies major allows each selected 
student to develop her own curriculum under the guid- 
ance of one or more faculty members. 

•Major offered in conjunction with Boston College. 


Non-Major Fields 

There are also two fields of study— education and music 
—which, though not constituting a major field, offer a 
sequence of courses amounting to some thirty semester 
hours and are open to students of all majors. 


The Education Program meets the certification require- 
ments of Massachusetts, and, of most other states be- 
cause of the reciprocity arrangements among the states 
of the United States. The purpose of the innovative 
program is to bring as much and as varied field experi- 
ence in community education settings as possible within 
the range of the students. Seminars guided by practi- 
tioners in different aspects of elementary and secondary 
school teaching will assist students to relate their experi- 
ences to the body of theory built up by professional 
educationists. Flexibility in structure and responsive- 
ness in planning each student's curriculum characterize 
the program which is available to all students to com- 
plement their major field. The divisions of science and 
modern languages have established special programs 
in collaboration with the faculty of the Education De- 
partment to prepare students for teaching in those fields. 


The music courses offered at Newton College of the 
Sacred Heart are intended to form an important part of 
the liberal arts curriculum and they make use of the 
remarkable musical facilities of the Boston area. 

American Studies 

This program, as its title implies, tries to fulfill a need 
strongly felt by many students: to understand, evaluate, 
participate in and make some contribution to "the Ameri- 
can experience" Is there a typically, recognizably Ameri- 
canexperience?Throughthe American Studies Program, 
the student can come to a better understanding of what 
America was, is, and might be; she can learn how to 
recognize our problems and, by participating actively in 
a course of study that will be as challenging and far- 
reaching as she wishes to make it, how to cope with them. 
Becausethe American experience is both rich and varied, 
the student has the opportunity to pursue her interests 
in many areas of the college's academic life. Some have 
profited by a science offering entitled "Scientific Bases 
of Social Issues!' dealing with such timely matters as 
life cycles and pollution problems. Other possibilities in- 
clude courses in American literature (English), in labor 
relations (Economics), in mass society (Sociology), in 
civil liberties and civil rights (Political Science), in the 
modern church (Religion), in intellectual currents (Phi- 
losophy), and in art. Most majors devote much of their 
time to the study of American history, which provides a 
sound basis for knowing and understanding America. 
In general, there are three ways to major in American 
Studies, and a judicious blending of all three is recom- 
mended. The first and most traditional approach, des- 
cribed in the preceding paragraph, concentrates upon 
classroom offerings. A second and very valuable method 
is found in many independent study programs; it is pos- 
sible to participate in independent study projects of- 
fered by any department, provided that they are directly 
related to American Studies. Such programs usually 
consist of substantial reading or research projects not 
formally offered in the published list of courses. A third 
and very rewarding approach is through participation in 
work-study programs. Past programs have included prac- 
tice teaching, a government internship in Washington, 


state legislative committee assignments, and work in 
inner-city agencies and practical politics. Plans are being 
developed, and should soon be realized, for cooperative 
programs with organized labor, and with museums, li- 
braries, the courts, mass communications, newspapers, 
business, church affiliated social action, research cen- 
ters, etc. The Boston area offers many opportunities for 
this type of study. 

A student with a major in American Studies retains 
many options, and, by carefully planning her program, 
can prepare for a wide variety of careers. Only her own 
earnestness and ingenuity can determine the limits of 
what she draws from the broad and flexible program this 
department offers. 


Art has its roots in real life; any living and learning situa- 
tion is a proper situation for it. A liberal arts college as 
an intellectual center, can provide background, stimula- 
tion, and conceivably, new directions to art, since there 
is no content of knowledge that is not pertinent to it. 
In the academic community, art has a mission to per- 
form, counteracting the one-sidedness of the educa- 
tional pattern. 

The Art Department seeks to be organically related 
to the College while being primarily interested in de- 
veloping what it considers its singular contribution: to 
involve the total person in humanizing man; to create 
freely, to comment, to be fully visionary and exploratory, 




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to enrich and fulfill the entire college program by offer- 
ing an intense and excellent program in visual expres- 
sion and visual communication. 

The department addresses itself to the student artist 
and to the student interested in art. It does not constitute 
a professional art school but it trains students to be com- 
petent in their field and capable of pursuing it 

Students concentrate either in studio art or in art 
history. But studio majors take courses in art history, 
which provide them with continuity and perspective in 
their own work, enriching their imagery and comple- 
menting the creative with the scholarly process, while 
art history majors take studio courses which train them 
visually, and allow them to participate in the experience 
of artists by working their materials and so learning the 
possibilities and limitations of the different media. 

Art history courses range from a general survey and 
surveys of specific periods through consideration of 
film, city planning, and the relationships among phil- 
osophy, psychology and art. Studio courses include 
drawing, painting and three-dimensional design, cera- 
mics, printmaking and weaving; photography and film- 

All courses are given at the Putnam Art Center, where 
art on exhibit and art in process contribute to an environ- 
ment that stimulates creativity. 


The study of the Greek and Roman Classics forms an 
important part of a liberal education. Courses in this 
field serve the needs of students in various major fields, 
especially philosophy and religion. 

A major in Classics is offered in cooperation with the 
Department of Classics at Boston College. Various 
courses are offered at Newton College and a member 
of the Newton College faculty directs the Newton stu- 
dents' programs. The scholarly and artistic resources 
of the Boston area are available to students in this field. 

Comparative Literature 

Comparative Literature is one of the newest programs of 
study offered at Newton College. The major gives the 
student with an interest in languages the opportunity to 
continue language training and, concurrently, to use 
this training in the study of literature on a comparative 

Comparative Literature seeks to intensify our appreci- 
ation of national literary phenomena by viewing them 
as part of a series of international literary movements. 
It is a rigorous discipline since it requires not only in- 
tensive language study, but also a mastery of the princi- 
ples of literary criticism. On the other hand, it is a 
discipline that offers the student a wide range of possi- 
bilities for planning her individual college program. For 
example, a student may wish to concentrate her efforts 
on the study of the romantic period, in which case she 
will take courses in several departments related to 
romanticism: English, the language departments, Histo- 
ry, Philosophy, as well as Comparative Literature. Other 
possible areas of concentration include the Renaissance, 
Latin-English literary relationships, and the modern 

In Comparative Literature courses, majors are asked to 
work in at least two languages (one of which may be 


English). The courses are, however, open to any inter- 
ested student, and non-majors may work entirely in 

In a modern world that increasingly demands that we 
look beyond our national interests and attempt to under- 
stand our role from a wider perspective than in the past, 
Comparative Literature finds its place as a highly ap- 
propriate undergraduate program in a liberal arts college. 
The major also serves as a basis for further study in 
graduate programs in English, languages, or Compara- 
tive Literature. 


The study of Economics, like some of the other social 
sciences, has a new obstacle to overcome these days. 
Economics studies situations so close to everyday life, 
so important, and so potentially dangerous that students 
want to take action on them, not study about them. The 
subject matter of economics seems to have been taken 
straight out of the headlines: unemployment, inflation, 
urban renewal, poverty, rent controls, the cost of com- 
bating air pollution, the population explosion. All these 

matters are related to how scarce resources are allocated 
among alternative uses to satisfy human wants, and 
therefore economics, which is concerned with them, is 
basically concerned with the interaction and coopera- 
tion of individual human persons. As a scholarly disci- 
pline, economics is only two centuries old; but since it 
was founded by Adam Smith in about 1776, the society 
whose problems it tries to analyze have changed as 
much as our country has changed since its founding in 
the same year. Men have enormously increased their 
capacity to provide goods and services, but the proces- 
ses by which they have done so have altered the fabric 
of society. In our complex industrial economy, can man 
master what he has created? 

Newton's Department of Economics operates on the 
assumption that we must understand the nature and 
organization of our society and the arguments under- 
lying great economic issues before we can set about 
making decisions and acting on them, or persuading 
others to do so. Therefore, the curriculum is centered on 
a core of basic economy theory. This theory supplies the 
tools necessary for analyzing and solving problems. 
Students are motivated to question and reflect upon real 
world problems, on how theory can be applied in the 
decision-making process, how it can become opera- 
tional. When what is being considered is so complicated 
and powerful as, for example, the behavior of great bus- 
iness firms and their influence on society, it is clear 


that the student must go in for some hard, careful, logical 
thinking, based on intelligently understood principles, 
before drawing conclusions on which she can con- 
scientiously act. 

Just because economic questions underlie or are 
associated with most of the concerns of the 1 970's, every 
student should know the principles of economics. For 
anyone sufficiently convinced of its importance to 
choose it as a major field of study, the department offers 
a well coordinated series of theoretic and applied 
economics, and other related departments, such as 
sociology and political science, enlarge her view of how 
central is her own discipline to the solving of contem- 
porary problems. 


Language and literature are central to a truly liberal 
education. They become especially important in periods 
of re-evaluation such as the 1970s when every young 
adult must work out a way of understanding himself and 
of communicating with others. 

Every student at Newton has the opportunity to de- 
velop her skill in written and oral expression through the 
variety of courses that make up the Freshman English 
Program. Whatever her major, the student has a vital 
need to become fluent in the expression of her ideas and 
judgments about her subject matter. Those who wish 
to pursue an interest in imaginative writing may par- 
ticipate in Newton's newly established creative writing 
program which offers a workshop in the writing of prose 
and verse. 

Through the study of literature the student becomes 
aware of her own humanistic heritage and of the diffi- 
culty of remaining human in a technological and bureau- 
cratic age. She can increase her understanding of the 
world around her and deepen her insight into the self 
within. Each student, therefore, is encouraged to develop 
her interest in literature as a means of gaining perspec- 
tive on her own experience. 

The student whose major interest is English and Amer- 
ican literature has a particularly individual involvement, 
both intellectual and emotional, with her subject matter. 
She must be responsible for creating and carrying out, 
with faculty guidance and assistance, a sound, coherent 
program of studies, recognizing her particular interests 
and aims and, at the same time, doing justice to the rich- 
ness of her subject. The student selects her program 
from the lecture and seminar courses offered by the de- 
partment, supplemented and extended by independent 
study. Course offerings, reflecting the diverse interests 
of the faculty, are designed to acquaint the student with 
the various approaches to her subject. Some courses 
offer intensive training in the interpretation of literature; 


others analyze the techniques and themes of one par- 
ticular genre; others examine the works within the con- 
text of a particular historical period; others focus on 
the works of a major author or on one particular theme; 
still others explore the theoretical basis of literature and 

English studies at Newton, because they foster dis- 
crimination in thought and expression, provide a sound 
basis for many careers— in addition to playing a crucial 
role in the development of the liberally-educated person. 


In some form or other, the question of continuity and 
change confronts everyone today; the study of history 
deals with it, perhaps, most directly, demonstrating its 
recurrence in every civilization. What counts in studying 
history is not the accumulation of facts (useful though 
it is to know them), but the acquiring of a habit of mind- 
objective, curious and critical. Tracing the thought, 
achievements and discoveries of man in such a spirit, 
the student finds his own historical period more intelli- 
gible through its likeness and contrast with periods in 
the past. But to achieve this result she must see the 
study of history as a scholarly discipline which, once 
learned, she may herself apply to facts and situations 
not covered in actual course work. No undergraduate 
history department can explore in detail the increasingly 
complex background of every continent and country. 
At Newton, lecture and seminar courses stress major 
developments in European and American history, includ- 
ing the history of Russia and of Latin America. Through 
courses in other departments, notably political science 
and philosophy, students may acquaint themselves with 
the situation and the mentality of Asian nations, with 
their system of government and their relations with the 
United States. 

For students not majoring in history, as well as for 
history majors, courses in several departments treat of 
the social and cultural developments in many countries. 
For all, the program in the Study of World Cultures 
provides a highly organized as well as immensely varied 
picture of the world from the earliest times to the present. 
Interdisciplinary courses, in which the History Depart- 
nient participates, continue to illustrate the interaction 
of country with country, cultural cause with political 
result, and the persistence of types of struggle and ad- 
vance from age to age. 

Those who major in history are solidly grounded in the 
scholarly reading, researching and writing of history. 
All take one semester on modern world problems, and 
the methods of historical scholarship. Students planning 
to do graduate work are urged to enrich their historical 
awareness through courses in the other social sciences, 
as well as in languages and literature. Course presenta- 
tion is varied: basic surveys, lecture-discussion and sem- 
inar classes, and independent study under faculty mem- 
bers on material not represented in formal courses. 

The program is frequently revised to fulfill the chang- 
ing needs of a more and more complex and widening 


Liberal Studies 

The Liberal Studies Program, begun in September 1970, 
is Newton's first large scale model for a curriculum which 
will not be discipline-centered and yet will give the 
student a coordinated learning experience, equip her 
with basic skills for thinking along the lines of several 
disciplines, and provide her the opportunity to cooperate 
with faculty advisors in shaping her own undergraduate 
career. Students who are selected to pursue this pro- 
gram must choose some fairly specific problem to be 
solved or movement to be investigated, and suggest how, 
within the resources of Newton's academic offerings, 
they plan to proceed. There is a Coordinator of Liberal 
Studies who must approve this plan, which should be 
neither too narrow nor too vague. Approached with 
intelligent curiosity and open-mindedness, and carried 
out with thoroughness and accuracy, such a plan will 
lead the student into many fields. She will want to know 
what has already been discovered or suggested about 
her problem or movement. She will need to assess 

the answers already given and the kind of reasoning 
which has led to these answers. This need will urge 
her to examine the conditions, social, political, religious, 
philosophical and perhaps economic, which precipitated 
or influenced earlier efforts to deal with the questions 
concerned. It is clear that any superficiality in handling 
the multiple phases of these questions will be unsatis- 
factory to the serious student, who must yet, in the end, 
decide on one phase on which she may focus the results 
of her wide-ranging research. In this program, there- 
fore, the Senior Project is particularly important. It will 
always consist of a somewhat lengthy scholarly paper, 
frequently linked— depending upon the subject— to field 
work. This paper will be the principal evidence of the 
success of the program, and will occupy considerable 
time in the last year of study. 

It is clear that the human development of the student 
is more important than the solution of a problem. For 
this reason, the Coordinator of Liberal Studies will keep 
in touch as closely as possible with the students en- 
gaged in this program, and periodically review how their 
investigations are progressing, so as to assure that the 
learning experience is synthesized, and that there is 
sufficient richness and variety in the experience to make 
it worthy to be synthesized. 

The early years of this new departure in curriculum 
will gradually establish for it a firm though flexible pat- 
tern; student pioneers who opt for it must therefore 
realize that its success and survival depend on their 
working to make it quite visibly succeed. 


The courses offered by the Department of Mathematics 
vary in content, direction and difficulty. Some are de- 
signed primarily for students intending to concentrate 
in mathematics, some for students with other academic 
goals. However, all courses are open to any qualified 


Courses for those not concentrating in mathematics 
present mathematical theory in such a way as to show 
how it relates to the real world and place stress on 
making the concepts meaningful. Here the courses are 
designed so as to create maximum motivation on the 
part of the student. Typical aims are to acquire basic 
concepts needed for work in the physical and behavioral 
sciences and/or some appreciation of what mathematics 

The department's program allows students concentrat- 
ing in the subject to understand and appreciate higher 
mathematics. Emphasis is on the theoretical develop- 
ment of mathematical ideas, and individual courses 
pursue an axiomatic approach to the subject. The first 
two years are devoted to studying basic concepts of 
mathematics, and gaining skill in perceiving relations 
and proving conclusions. This develops the student's 
self-confidence and makes her aware of her mathemati- 
cal maturity. After this, she may choose among a variety 
of courses in areas which are significant to her and in 
which she is encouraged to work creatively. 

Newton graduates who have pursued the program 
have shown themselves prepared to compete in grad- 
uate programs in abstract mathematics, applied mathe- 
matics, and computer science. They have also achieved 
successful professional status in business, industry, 
and government agencies, and taught contemporary 
mathematics in high school. 

The program is so arranged as to assure close rela- 
tionships between students and their instructors, and 
to allow great freedom of choice both within the depart- 
ment and outside it. The result to be confidently ex- 
pected is a combination of high professional competence 
and a balanced education in the Liberal Arts. 

Modern Languages 

Though the world is becoming (or looking) smaller and 
smaller, and English is fast becoming a universal lan- 

guage, it is probably true that never before has it been 
so necessary for Americans to know languages other 
than their own. Only through a more than superficial 
knowledge of a people's language can one know how 
those people think and feel, what their culture is, what 
they have specially to contribute to our new world. 

In Newton's Modern Language Department, all of whose 
professors are foreign born, and have taken degrees at 
European and American universities, students from every 
major, as well as students concentrating in languages, 
may acquire an indispensable tool for understanding 
the variety and richness of their own history, and the 
ever present sources of misunderstanding that exist 
between even friendly countries, and develop a sympathy 
for nations not their own— sympathy which is the first 
step to building peace. 

"Effective communication and cultural understanding" 
are the goals, and the languages studied are French, 
German, Italian, Russian, and Spanish. Every oppor- 
tunity is offered the student to speak the language 
or languages of her choice with a fluency as nearly as 
possible like that of a native speaker, and to write with 
grammatical correctness. Courses in cultural history 
and I iterature place at the student's disposal the teacher's 
own familiarity with the customs, traditions, ideals and 
hopes of the people whose language she is learning. 

Besides the regular programs on campus, the depart- 
ment has organized Summer Institutes to be spent at 
specified centres abroad under the supervision of the 
department. Both majors and non-majors can also ar- 
range to spend a year of study abroad in programs set 
up by the department. The college is at present expand- 
ing its interest in this important aspect of post-secondary 

Many different career opportunities are open to those 
who specialize in language, and the department offers 
courses which prepare students for these professional 



The philosophy program at Newton College is designed 
for the young people of today who want to integrate 
their experience as responsible persons in the com- 
munities in which they live. The program is based on 
the conviction that action must be informed with both 
critical reflection and vision if it is to proceed from a 
complete awareness of what it involves. 

This is why we have a wide variety of courses in the 
department: courses such as analytic philosophy and 
symbolic logic should aid the student in developing her 
critical reflection, while others such as philosophy of 
community, philosophy of creativity, values and contem- 
porary man, philosophy in literature, and philosophy of 
religion should help the student broaden her vision and 
formulate a meaningful personal philosophy. 

An awareness of the validity of William James' state- 
ment: "To know the chief rival attitudes towards life, 
as the history of human thinking has developed them, 
and to have heard some of the reasons they can give 
for themselves, ought to be considered an essential 
part of liberal education," has led the department to 
stress the importance of the sequence of courses it 
offers in the history of philosophy. 

The study of philosophy has always been held in honor 
at Newton, and regarded as an indispensable requisite 
for study in any department as well as for the making 
of a thinking adult. Therefore, most courses in the de- 
partment are open to every student. The student plan- 
ning to major in philosophy will work out her own pro- 
gram with the advice of the department. 

Some programs could be orientated specifically 
toward graduate studies whether in philosophy or any 
other field. Other programs could be designed to take 

advantage of the interdisciplinary and integrative role 
of philosophy to increase the student's understanding 
of herself and her relations to others. 

Any philosophy program, no matter what the design, 
should be a liberalizing and humanizing experience in 
a young person's preparation for any career and for life. 


Political Science 

Whether for or against "the system;' whether supporting 
or attacking "the establishment;' almost every student 
today is politically conscious. Almost every student, there- 
fore, during her college career, will take one or more 
courses in political science. The objective of the depart- 
ment is to aid the students in gaining an understanding 
of human political communities and to prepare them in 
becoming informed and responsible participants in the 
life of such communities. Political science at Newton 
prepares students for the practice of politics, but empha- 
sizes the not always recognized fact that one can prac- 
tice politics more effectively if one understands its theory. 
Moreover, on the contemporary scene, it is essential to 
understand politics on the international as well as the 
national level. Courses are available in political thought, 
political theory and political sociology; in international 
law and organization; in international relations; in Amer- 
ican and foreign political systems. Students are exposed 
to diversified approaches ranging from the philosophical 
and historical to the legal and comparative. Nor is the 
empirical approach neglected; for example, Newton stu- 
dents have for several years taken part with notable suc- 
cess in drafting resolutions for presentation to the Na- 
tional Model United Nations. 

Students who choose political science as a major have 
a wide range in their choice of courses. Each one, work- 
ing with the advice of a member of the department, plans 
her own program. It must be sufficiently flexible to pro- 
vide general training in the discipline and more special- 
ized training in the fields in which she has a particular 
interest. The program usually includes courses in such 
related fields as economics, sociology and history. Al- 
though majors will find themselves well prepared to enter 
schools of graduate or professional study in political sci- 
ence, it is possiblefornon-majorsalso to equipthemselves 
for active work in government service, for staff work in 

political campaigns, for foreign service, and— most im- 
portant of all— for an intelligent contribution, as citizens, 
to decision making in the contemporary political process. 



The study of psychology, either as a major or as a supple- 
ment to work in other fields of concentration, has a value 
and an attraction for the modern student almost too 
obvious to mention. Concerned as it is with human ex- 
perience and behavior, it has applications in every 
sphere: everyday problems, conflicts and frustrations, 
maladjustment and serious intellectual or emotional 
impairment. It analyzes how people control themselves, 
how they judge others, how they acquire and maintain 
a balanced self-esteem, how they assume positive atti- 
tudes towards others; how they integrate their own per- 
sonalities and carry on satisfying relations; how they 
can effectively learn and teach; how they produce and 
how they sell; how they can work economically and 
relax in their leisure time; how they make their mar- 
riages succeed, and what constitutes a healthy religious 
experience. Out of this vast area of investigation, indi- 
vidual students of psychology have an endless choice 
of specialization. The American Psychological Associ- 
ation lists thirty different areas of interest. Of these, the 
areas usually mentioned are: general, experimental, 
and physiological psychology; child, adolescence, and 
developmental psychology; psychological assessment; 
abnormal and clinical psychology; educational, indus- 
trial and legal psychology; psychology of aesthetics, 
and comparative and social psychology. 

At Newton, the Psychology Department is so set up 
that the student may learn the theoretical foundations 
of modern psychology as well as its applications in the 
life of the individual and of society. There are three main 
areasof concentration: personality and social psychology; 
developmental psychology; humanistic psychology. At 
the same time, training is given in various research 
methods. Students may choose to concentrate in one of 
the three areas or to develop their own program of con- 
centration in consultation with the chairman. Much of 
the course work involves research, independent study 

and direct experience in the field, excellent preparation 
for graduate study or professional careers. 

The department has for some time offered programs 
in cooperation with neighboring hospitals and guidance 
clinics, where the student may improve her own training 
by observing psychology in practice. Recently, inter- 
departmental programs of study have been initiated, and 
at the moment curricular exchange with other colleges 
is being extended. 

The teaching faculty represent varying schools of 
thought in contemporary psychology, and specialize in 
different branches, some stressing the biological aspect, 
some the social; some following a behavioral, some a 
phenomenological approach. This allows the major 
student who plans her whole program carefully to have 
an integrated view of the field and a wide understanding 
of its possibilities. 



At Newton the study of religion is not required. However, 
the number and variety of courses offered leave students 
free to study as much religion as they are interested in. 

In the curriculum as it is at present designed, the de- 
partment has tried to strike a dynamic balance between 
the need for contemporary relevance and the demands 
of scientific scholarship. There are courses on current 
problems and perspectives, as well as those fundamental 
courses on the Bible, belief in God, the significance of 
Jesus Christ and of the Church, Christian ethics, and 
world religions without which no Religion curriculum 
would be adequate or complete. In all these courses, 
the members of the Religion Department are concerned 
that the student learn to raise basic questions, achieve 
some genuine understanding and become familiar with 
the main issues and methods in the field of Religion. 

In all courses, particularly in the advanced courses, 
professors try to communicate to students the methods 
and approaches which they use themselves and to 
initiate students into an active pursuit of their own 
projects and research. In the Senior Honors Seminar 
students collaborate with all the professors in the de- 
partment in the study and discussion of certain crucial 
issues. But at all levels and in all courses the professors 
in the department treat the study of religion as a vital 
interchange between them and their students. 

At Newton College, therefore, a student can pursue 
the study of religion either as a major leading to graduate 
studies or a well-rounded terminal degree or else as a 
minor or occasional elective to complement other, more 
technical disciplines. Either way, she will find Religion 
a stimulating and constructive part of her college 



Everyone in the last quarter of the twentieth century 
must be something of a scientist. The question is: wheth- 
to be a specialist or an educated amateur. Newton pre- 
pares specialists in biology, chemistry and physics and 
offersa pre-medical program, but is very much concerned 
with making every one of its students scientifically 

For neither specialist nor amateur is science at Newton 
allowed to become an isolated experience. Both must 
be aware of the responsibilities and challenges of science 
in the world of today and of the future. An interdiscipli- 
nary course for the non-major stresses the problems 
science and technology can both create and help solve 
for society. As active citizens in their own communities, 
as professional women, as wives and mothers, all students 
will soon have to face and vote on such issues as pop- 
ulation control, child rearing, drug use and abuse, pol- 
lution, violent behavior, and poverty. Rhetoric and emo- 
tion are no substitute for scientific knowledge in these 

matters. The Newton Science Department hopes that 
every student will seize the opportunity to learn basic 
scientific concepts and apply them to a research prob- 
lem in nearby communities; to collect and evaluate data 
for discussion. The campus has a new science pavilion, 
quite large enough to provide laboratory space for any- 
one who wishes to become intelligently acquainted with 
the facts rather than the legends of modern science. 

In each of the specialized majors, emphasis is placed 
on the nature of scientific inquiry. Classes are small, 
innovative, and well supervised. In each field, electives 
are offered as well as the usual foundation courses. Bio- 
logy majors may study biochemistry, physiology, cel- 
lular biology, endrocrinology, genetics, advanced histol- 
ogy, and experimental biology. Not only does the chem- 
istry major learn physical, inorganic and organic chem- 
istry, but she may add radio-chemistry, analytic chem- 
istry, and advanced subjects. Advanced courses in 
physics are usually taken through cross-registration with 
Boston College. Newton itself provides courses in optics, 
electricity and mechanics as well as the basic courses. 

There is also a program in science education, in 
which students are taught modern methods and mate- 
rial and trained to analyze them. 

A pre-medical advisory committee provides counsel 
to students on fulfilling requirements for medical school. 

All majors will find themselves ready to go on to grad- 
uate work if they wish. Non-majors have only themselves 
to blame if they leave college without an adequate stock 
of scientific information and laboratory experience. 



Most of the issues which affect modern students, rouse 
their idealism, and stimulate the unselfish use of their 
talents, spring from the relationships within and between 
groups; in other words, they are social problems. Young 
people who wish to take intelligent action on these is- 
sues need to know the principles underlying them. The 
teaching of sociology at Newton is based on the convic- 
tion that an analysis of problems must precede any at- 
tempt to solve them. The young are understandably im- 
patient to set about curing the world's social ills; it is less 
exciting to learn the methods of sociological research, 

to be aware of the findings of earlier research, to know 
the fundamental theories so far elaborated to explain 
how groups, both large and small, function. Nevertheless, 
serious students will recognize that it is necessary to ex- 
amine group behavior before trying to affect it. 

Students who do not intend to specialize in sociology 
will find among departments offering courses which re- 
late sociology with their own field. Some will even have 
an incomplete knowledge of their own subject unless 
that knowledge is supplemented by some study of 

Students of economics, political science, psychology 
and history will turn to sociology to discover the expla- 
nation and application of facts and principles with which 
they are more directly concerned. 

Majors in sociology must first become familiar with 
sociological concepts and with the structure and function 
of various groups. They are given at the start a large, 
general view of issues which they will, in later courses 
study in greater detail. These more advanced courses 
are sufficiently varied to permit the student to choose 
those best related to her special interests. She may wish 
to stress the development of sociological tradition, or to 
analyze issues of very wide scope, or to concentrate on 
smaller relational unitsor processes. Whatever herchoice, 
she must not isolate her study from the larger human 
context within which social relations operate. She is en- 
couraged therefore, to elect courses in such departments 
as history, economics, politics and psychology, and to 
undertake directed individual research. 

The department does not try to provide training for 
specific occupations. However, the material with which 
it deals is useful for those who may wish to work for wel- 
fare agencies, urban renewal, industrial and human re- 
lations, orcarry on volunteer or professional activity in the 
attemptto cure the social illsofourcountry and the world. 


Admission And Finances 

Admission Standards 

To derive the full benefits of a liberal arts education and 
a living environment which demands initiative and self- 
discipline to be enjoyed, the applicant to Newton College 
should have several distinctive attributes. 

First, in most cases her secondary school academic 
record will be well above average. The Committee on 
Admissions recognizes that some women have greater 
intellectual potential than their academic records indi- 
cate, but seeks evidence of this potential in the young 
women's activities, interests or accomplishments. 

Second, the Committee seeks women who are cap- 
able of contributing to others in the demanding and re- 
warding community life of the College. Whether this 
potential contribution lies in artistic creativity, unusual 
experience, leadership, moral example, or personality, 
it is always characterized by an obvious interest in and 
compassion for others. 

Third, the Committee seeks evidence of emotional and 
social maturity. Newton students are expected to decide 
many important issues for themselves while at the Col- 
lege, and the experience is unsuitable for women who do 
not seek adult responsibilities. 

Applications are welcome from any young women who 
feels attracted to the education and life styles described 
in these pages. Although admissions standards are real, 
they are not intended to exclude women who are highly 
motivated to participate in our community life. 

The College actively seeks applicants from all races, 
nationalities, creeds and geographical locations, and at- 
tempts to find sufficient financial resources to enable all 
women who have been admitted to attend, if their parents 
resources would not otherwise permit them to do so. 

All correspondence regarding admission to Newton 
College should be addressed to: Director of Admissions, 
Newton College of the Sacred Heart, Newton, Massa- 
chusetts. 02159. 


General Requirements for Freshman Applicants 

To be considered for the freshman class students should 
plan to complete sixteen secondary school units in col- 
lege preparatory studies. These studies should include 
English, mathematics, social studies, physical sciences 
and foreign languages. 


Application forms may be secured from the Office of 
Admissions. A fee of $ 1 5 must accompany the application 
and all applications should be submitted by February 15 
of the applicant's senior year in high school. 

Secondary School Transcript and Recommendation 

After the Office of Admissions has received an applica- 
tion, a candidate should have her secondary school send 
the Office of Admissions a transcript of her credits and a 
recommendation (from the Principal or Guidance Coun- 


A visit to our campus and a personal interview by an Ad- 
missions Officer is most desirable. If this is not possible 
due to geographical location, upon request from the can- 
didate, the Director of Admissions will have an alumna or 
another representative of the College contact the can- 
didate for a personal interview. 

Visiting the Campus 

Newton welcomes visitors to the College. The admin- 
istrative offices in Stuart House are open Monday through 
Saturday from 8:30 a.m. to 4:30 p.m. and by appointment 
on Sunday afternoons. In order to arrange an appoint- 
ment for an interview with an Admissions Officer, please 
call the Office of Admissions for a mutually convenient 
time. Rooms are available on campus for an overnight 
visit if a prospective student should be interested in 
staying in a dormitory and attending some classes. Please 
contact the Office of Admissions to make arrangements 
for rooms. 

College Entrance Examination Board Tests 

All candidates for admission are required to take the Col- 
lege Entrance Examination Board Scholastic Test and 
three Achievement Tests, one of which must be English 
Composition. The SAT's should be taken no later than 
January of the senior year while the Achievement Tests 
should be completed by March of that year. The dates 
on which an applicant plans to take the tests should be 
indicated on the application form. The candidate is re- 
sponsible for requesting that her scores be forwarded 
to Newton College by the Educational Testing Service. 
The applicant may obtain the registration form and the 
dates of the tests from her Guidance Counselor or by 
writing directly to the College Entrance Examination 
Board, Box 592, Princeton, New Jersey 08540; or in the 
western United States, western Canada, Australia, Mex- 
ico, Pacific Islands, to College Entrance Examination 
Board, Box 1025, Berkeley, California 94701. 

Early Decision Plan 

The Early Decision Plan is an alternative to the regular 
admissions procedure. It is available to those students 
who decide early that Newton College is the college 
which they wish to attend and who before December 1 
agree not to apply elsewhere. A candidate must file 
an application for admission, a statement obtained from 
the College that she is a candidate under the Early Deci- 
sion Plan, and submit to the Admissions Office all sup- 
porting credentials by November 1. A personal inter- 
view on campus and a financial aid application, if needed, 
must be completed also by November 1. 

Decisions concerning admission and financial aid will 
be mailed on December 1. A student accepted under 
the Early Decision Plan is required to make a non-refund- 
able deposit of $200 by January 15. 


Rolling Admissions 

Acandidatewhousestheregularplan of admission should 
file an application by February 15 of her senior year. The 
Committee on Admissions reviews a candidate's creden- 
tials at least twice before a decision is made. Beginning 
February 1, the Committee sends letters of acceptance 
to those candidates who have completed their creden- 
tials and who have been awarded final acceptance by the 
Committee. A candidate must notify the Office of Admis- 
sionsof her decision by May 1. If she is enrolling in the col- 
lege, a non-refundable deposit of $200 must accompany 
her reservation slip. 

Advanced Placement 

Advanced standing and credit is given to students who 
receive scores of not less than 3 in the Advanced Place- 
ment Tests of the College Entrance Examination Board 
and after their papers have been reviewed by the ap- 
propiate department. Incoming freshman should write 
to the Office of the Academic Dean to arrange for a re- 
view before entering Newton College in September. 

Foreign Students 

The entrance requirements for foreign students are sub- 
stantially the same as for applicants who are United 
States citizens. In the case of non-English speaking ap- 
plicants, the Test of English as a Foreign Language is 
required in addition to the CEEB tests. If a student can- 
not obtain the registration forms and the dates of the 
CEEB tests at her secondary school, she should write 
directly to the College Entrance Examination Board. It 
is expected that every applicant will be responsible for 
making the correct visa arrangements for attending 
school in the United States. If visa information is needed, 
the Office of Admissions is more than willing to be 
of help. 


Transfer Students 

Newton College accepts sophomore and junior transfer 
students. Their records must satisfy the entrance re- 
quirements of the College and their college courses and 
grades should satisfy substantially the requirements im- 
posed by our curriculum. Credit for courses completed 
at another college is granted early in the first year of en- 
rollment. Transfer students' applications should be re- 
ceived by May 1. Applicants will be considered after the 
following credentials have been received: complete tran- 
script of secondary record, official transcript of college 
record, and letter of clearance and recommendation 
from the Academic Dean or the Dean of Students of the 
institution previously attended. Liberal arts subjects in 
which the applicant has received a grade of C or better 
will usually be accepted for transfer credit but always 
credits must be reviewed with the Office of the Academic 
Dean. In order to obtain a Newton College degree, a 
transfer student must take 50% of her credits at Newton. 

Registered Nurses 

Registered nurses who transfer to Newton College from 
a university-affiliated nursing school are considered in 
the same category as other transfer students. The can- 
didate's liberal arts courses (i.e. Anatomy, Biology, Chem- 
istry, etc.) in which she obtained a grade of C or better 
will be accepted for credit. Nurses who have graduated 
from a hospital non-degree-granting nursing school may 
obtain credit by examination for all courses for which 
they pass examinations at Newton College. 

The costs to the student for a year at Newton College 
are explained below. 

Tuition, Room and Board 


For the 1971-72 academic year tuition will be $1050 

per semester. 


The room and board charge for the 1971-72 academic 

year will be $650 per semester. 


Students enrolled in science laboratory courses will be 

billed $25 per course as Science Laboratory Fee. 


Students enrolled in studio art courses will be billed the 

following fees per course: 

Drawing, Painting and Art History $ 5.00 

(Drawing, Intermediate Painting, Introductory 
Studio, Art History with workshops) 

Two-Dimensional Design $10.00 

(Graphics, Developmental Painting) 

Three-Dimensional Design $15.00 

(Ceramics, Weaving, Photography) 


An additional tuition fee of $70 is charged for each se- 
mester hour above the normal schedule of sixteen hours. 
(This additional tuition fee does not apply to the Class 
of 1972. However, members of the Class of 1972 are 
required to pay eight semesters of tuition to the College.) 

Part-time students may enroll for a maximum of eight 
semester hours. The tuition fee for such students will 
be $70 per semester hour. 


Tuition for the academic year 

Room and board for the academic year 

Other Fees 





A fee of $15 is charged for initial application to the Col- 
lege. This fee is non-refundable. 


There is a $10 charge for registering after Registration 
Day or for dropping or adding a course after the 


There is a $10 penalty charge for paying the Reservation 

Deposit after the deadline. 


Students in the graduating class will be billed a $25 

graduation fee during the second semester of their senior 


$25 per year, applicable to all resident students having 
automobiles on campus. 

$15 per year, applicable to all commuting students having 
automobiles on campus. 

Reservation Deposit 


A candidate for admission is charged a fee of $15 for 
initial application. Upon notification that she has been 
admitted to Newton College, the candidate must return 
with her acceptance a Reservation Deposit of $200 
which will be credited in full to her tuition bill for the 
first semester. The Reservation Deposit is non- 
refundable except to a student whose academic record 
at the end of her senior year in high school proves 

Students currently enrolled at the College who wish to 
reserve a place for the next academic year must submit 
a $200 Reservation Deposit by April 15. This deposit, 
which is credited in full to her tuition bill for the next 
semester, is non-refundable except to a student whose 
academic record is unsatisfactory. 


Student Health Insurance 

The College's Student Health Insurance covers limited 
medical and hospital expenses not included in the normal 
services of the Newton College Health Service. As stu- 
dents are normally covered by family insurance plans, 
the Student Health Insurance provided by Newton Col- 
lege is designed to supplement such paid policies and 
is not intended to be a comprehensive policy. Coverage 
is on an annual basis. A brochure describing coverage 
is fowarded to students and parents at the beginning of 
each academic year. Additional copies are available 
from the College Student Health Service. 


The plan provides reimbursement for all medical ex- 
penses up to $1,000 which may result from accidents, 
and 75% of expenses in excess of $1,000 up to $1,500. 


In case of sickness, the policy provides reimbursement 
for medical treatment up to $500, except that no benefit 
is payable for the first physician's visit if the student is 
not confined to a hospital. (The infirmary operated by 
Newton College of the Sacred Heart, Spellman Infirmary, 

is not a hospital.) For expenses above $500, the policy 
covers 75% of incurred medical expenses up to $2,000. 
These benefits are in addition to any benefits the 
student may receive under a personal policy or member- 
ship in a hospital association. As students are normally 
covered by family insurance plans, the Student Health 
Insurance provided by Newton College is designed to 
supplement such paid policies and is not intended to be 
a comprehensive policy. Coverage is on an annual basis. 

Schedule of Payments 


Early Decision Applicants by January 15 

Entering Freshmen by May 1 

Currently Enrolled Students by April 15 



CHARGES Immediately 



CHARGES Immediately 

Note: All College tees are subject to change at any time at the discretion 
of the College. 


Plans of Payment 

Many Newton College families have, in recent years, 
elected to meet college expenses from current income 
through tuition payment plans which are available. Three 
such plans are endorsed by Newton College and further 
information may be obtained by writing directly to the 
addresses listed below. 

a) College Aid Plan, Inc. 
1008 Elm Street 

Manchester, New Hampshire 03101 

b) Education Funds, Inc. 
Howard Building— Box 4 
Providence, Rhode Island 02903 

c) The National Shawmut Bank 
Tuition Aid Program 

542 Commonwealth Avenue 
Boston, Massachusetts 02215 

Refund Policy 

The tuition fee is not refundable except to a student 
whose credentials are unsatisfactory. The room and 
board fee may be refunded on a pro-rata basis. 

Financial Aid 

The program for financial aid offered by Newton College 
of the Sacred Heart is intended to provide educational 
opportunities for qualified students who could not other- 
wise afford to pay their full college expenses. Financial 
aid awards vary in amount according to individual need 
and are renewable yearly if the recipient maintains the 
established standards as a student and as a member of 
the College community. Continuing need must also 
be demonstrated. 

Each applicant for admission who desires financial aid 
must complete and file the following forms prior to the 
dates indicated: 

1. Newton College of the Sacred Heart Application 
for Financial Aid 

This form should be requested from the Admissions 
Office with the request for an application for admission. 
It must be returned to the Office of Financial Aid by No- 
vember 1 for Early Decision applicants, and by January 
15 for April Decision applicants. 

2. Parents' Confidential Statement 

This form is available in the secondary schools or may 
be obtained by writing to the College Scholarship Serv- 
ice, Box 176, Princeton, New Jersey 08540 (Eastern 
Division); Box 881, Evanston, Illinois 60204 (Middle 
States Division); or Box 1025, Berkeley, California 94701 
(West and Southwest Division). This statement should 
be filed with the College Scholarship Service by October 
1 for Early Decision applicants, and by December 15 
for April Decision applicants. The Service will then 
forward a copy for confidential use to the college or 
colleges indicated on the form. In every case, financial 
need is determined by this statement. 


The following forms of scholarship assistance are of- 
fered by Newton College of the Sacred Heart: 

1. Scholarship for Early Decision Applicants 
Scholarships are awarded each year to exceptionally 
well-qualified Early Decision applicants who have dem- 
onstrated financial need. Application for such aid must 
be filed with Newton College by November 1 of the 
applicant's senior year in high school. The Parents' Con- 
fidential Statement must be filed with the College 
Scholarship Service by October 1. This scholarship 
award must be accepted or refused by January 15. 

2. Scholarships for April Decision Applicants 
Scholarships are awarded each year to exceptionally 
well-qualified April Decision applicants who have dem- 
onstrated financial need. Application for such aid must 


be filed with Newton College by January 15 of the ap- 
licant's senior year in high school. The Parents' Con- 
fidential Statement must be filed with the College 
Scholarship Service by December 15. This scholarship 
award must be accepted or refused by May 1. 

3. Scholarships for Upperclassmen 
Scholarships are awarded each year to resident and 
commuting upperclassmen who need financial assist- 
ance and who have demonstrated scholastic ability 
during their freshman year at Newton College. Applica- 
tion for such aid must be filed by March 15 of the 
student's freshman year. Prior to this date, the Parents' 
Confidential Statement form, which may be obtained 
from the Financial Aid Office, must be returned with the 
student's application for scholarship to the Financial 
Aid Counselor. 

The aforesaid scholarships are made possible, either 
in whole or in part, by the following scholarship 

The Newton College of the Sacred Heart Alumnae 


The Mother Gertrude Bodkin Memorial Scholarship 

The Barbara L. Burns Memorial Scholarship 

The Mary Corbett Cavanaugh Memorial Scholarship 

The Gael Coakley Memorial Scholarship 

The Maureen M. Cronin Memorial Scholarship 

The John R. Gilman Memorial Scholarship 

The Gail Hibschman Memorial Scholarship 

The Mother Eleanor S. Kenny Memorial Scholarship 

The Martin Luther King Memorial Scholarhips 

The Cornelius C. Moore Scholarship 

The Janet Stuart Guild Scholarship 

The Michael E. Sweeney Scholarship 


In honor of Sister Gabrielle Husson, the second Presi- 
dent of Newton College of the Sacred Heart, a grant is 
made annually to a member of the graduating class to 
help launch or sustain a project for fulfilling some con- 
temporary human need. The student to whom the award 
is made must be personally involved in and committed 
to this project in some way. 


Newton College sponsors a student employment pro- 
gram by which students who need financial aid can 
receive some assistance by working for the College. 
Correspondence regarding this part-time work should 
be addressed to the Financial Aid Counselor. Applica- 
tions for student employment must be made by June 1 
for the following year's assignments. 


Newton College of the Sacred Heart cooperates with 
the various States in their guaranteed loan programs 
and with the United Student Aid Funds, Inc. Informa- 
tion regarding the terms and conditions of these loans 
may be secured from the Financial Aid Counselor or 
from the higher education division of the State in which 
the applicant resides. 


Newton College participates in programs of financial aid 
offered through the United States Office of Education. 
These programs are the National Defense Student Loan 
Program, the College Work-Study Program, and the 
Educational Opportunity Grant Program. Detailed de- 
scriptions of these programs are available from the 
Financial Aid Counselor. 





President; Professor of Psychology 
B.A. Franklin and Marshall College; M.S. Pennsylvania State 
University; Ph.D. Pennsylvania State University. 

JOHN BREMER, M.A. (Hons), F.R.G.S. 

Academic Dean; Director, Institute of Open Education; and 

Professor of Philosophy and Education 
B.A. (Hons.), M.A. (Hons.), University of Cambridge; A.M., 
St. John's College; Dip. Ed., University of Leicester; Fellow, 
Royal Geographical Society. 


Assistant Professor of Biological Sciences 
B.A. University of New Hampshire; M.A. Bryn Mawr College; 
Ph.D. Brown University. 

JANE APPLETON (Mrs. William Appleton), A.B. 
Instructor in Music 
A.B. Wheaton College. 

Coordinator of Education Information 
A.B. Manhattanville College; B.S. Villanova University. 

Instructor in Psychology 
B.A. Boston University; Candidate for Ph.D. Boston University. 


Director of Physical Education 
Graduate of the Sargent School of Physical Education; B.S. 
Boston University; M.Ed. Suffolk University. 


Professor of Biology; Chairman, Department of Biological 

Sciences and Director, Division of Science and Mathematics 

B.A. University of Connecticut; M.A. Williams College; Ph.D. 

Harvard University. 

ANNE BREMER (Mrs. John Bremer), B.A., F.R.G.S. 

Assistant Professor of Education; Coordinator, Education 

Homerton College, Cambridge; B.A. (Hons.) University of Shef- 
field; Fellow, Royal Geographical Society. 

LILLIAN BRODERICK (Mrs. James Broderick), Ph.D. 

Assistant Professor of English and Director, Freshman 

B.A. Newcomb College; M.A. University of North Carolina; 
Ph.D. Harvard University. 


Assistant Professor of Education, Graduate Program in 
A.B. Immaculata College; Ed.M. Harvard University. 

ELIZABETH J. BUCKLEY (Mrs. Jerome H. Buckley), M.A. 
Lecturer in English 
B.A. University of Toronto; M.A. University of Wisconsin. 


Lecturer in Music 
B.Mus. Manhattanville College; M.Mus. Boston University; 
Colleague, American Guild of Organists. 


Associate Professor of Political Science and History 
B.A. University of Rochester; M.A. University of Rochester. 

Lecturer in Art 
Ecole Saint Luc; Academic des Beaux-Arts, Liege, Belgium. 

NELLY COURTOIS (Mme. Frederic Courtois) 

Assistant Professor of French 
Diplome, Ecole Centrale de Service Sociale, Brussels; Brevet, 
Alliance Francaise, Paris; Diplome Superieur de Langue 
Moderne, Paris. 


Associate Professor of English; Chairman, Department of 

English and Director, Division of Language, Literature and 

B.A. State University of Iowa; M.A. State University of Iowa; 
Ph.D. Columbia University. 


Professor of Biology 
B.A. Manhattanville College; M.S. Villanova College; Ph.D. 
Catholic University of America. 


Associate Professor of Philosophy 
B.A. Fordham University; MA. Fordham University. 

MARGARET DEVER (Mrs. Joseph Dever). Ed.M. 
Associate Professor of History; Coordinator, Study of World 
Cultures Program 
B.A. Mount Saint Scholastica; Ed.M. Harvard University. 


Professor of Italian and Spanish 
B.A. Northeastern University; M.Ed. Bridgewater State College; 
MA. Middlebury College; Ph.D. University of Madrid. 


Assistant Professor of Economics 
B.A. Stonehill College; M.A. Boston University; Candidate for 
Ph.D. Boston University. 


Instructor in Sociology 
B.A. Notre Dame University; M.A. Notre Dame University; 
M.C.P. Massachusetts Institute of Technology. 

VERA ERDELY (Mrs. Alexander Erdely), M.A. 
Assistant Professor of French 
M.A. Harvard University; Candidate for Ph.D. Boston College. 

ELIZABETH EVANS (Mrs. Hugh Evans), M.A. 
Instructor in English 
B.A. Durham University; M.A. London University. 

FRANCES D. FERGUSON (Mrs. Peter J. Ferguson), M.A. 

Assistant Professor of Art History 
B.A. Wellesley College; M.A. Harvard University; Candidate for 
Ph.D. Harvard University. 


Assistant Professor of History; Coordinator, American Studies 

B.A. Holy Cross; M.A. Detroit University; Candidate for Ph.D. 
Georgetown University. 

Instructor in English 
B.A. Wellesley College; M.A. University of Michigan. 


Assistant Professor of Spanish 
Licenciada en filosofia y letras (filologia romanica) University 
of Madrid; Candidate for Ph.D. Boston College. 


Assistant Professor of Art; Chairman, Department of Art and 
Director, Division of Humanities and Fine Arts 
Escuela Nacionale de Bellas Artes, La Habana; B.A. Manhat- 
tanville College; Candidate for M.F.A. Boston Museum School. 


Instructor in Art 
B.FA Newcomb College, Tulane University; M.F.A. Tufts 


Professor of Political Science 
B.A. Thomas More Institute, Montreal; M.A. Institute of Medi- 
eval Studies, University of Montreal; Ph.D. Institute of Medieval 
Studies. University of Montreal; Graduate studyatthe University 
of Bratislava. Solvakia, University of Munich, Germany and 
University of Innsbruck, Austria. 


Assistant Professor of Education, Graduate Program in Edu- 
cation and Chairman, Graduate Program in Education 
B.A. Antioch College; M.A. University of Chicago. 

Professor of Psychology; Chairman, Department of Psychol- 
ogy and Director, Division of Social Science and Religion 

B.A. Trinity College (Washington); M.A. Fordham University; 

Ph.D. Catholic University of America. 

NATALIE A. HARRIS (Mrs. Richard Harris), Ph.D. 

Assistant Professor of Sociology 
B.A. Wellesley College; M.A. Boston University; Ph.D. Bran- 
deis University. 


Assistant Professor of History 
B.A. Bryn Mawr College; Candidate for Ph.D. George Washing- 
ton University. 



Professor of Philosophy 
B.A. Tufts University; M.A. Tufts University; Ph.D. Cornell 


Instructor In Education 
A.B. Brandeis University; Ed.M. Harvard University; Candidate 
Ed.D. Harvard University. 


Associate Professor of Russian 
Kiev Bymnazia, Russia; Certificat d'Etudes, Cairo, Egypt; B.A. 
St. Vincent of Paul's College, Egypt. 

Associate Professor of Education 
B.Sc, Ph.D. The Queens University, Belfast. 

JANA M. KIELY (Mrs. Robert J. Kiely), M.A. 

Lecturer in Biology 
Licence de Sciences Naturelles, Sorbonne; M.A. Radcliffe 


Professor of Economics; Chairman, Department of Economics 
B.S. Marquette University; M.A. Marquette University; Ph.D. 
Boston College. 

MAXINE KUMIN (Mrs. Victor Kumin), M.A. 
Lecturer in English 
A.B. Radcliffe College; M.A. Radcliffe College. 


(Mme. Philippe de Lacoste), Ph.D. 

Associate Professor of Philosophy; Chairman, Department 

of Philosophy 
B.A. Newton College of the Sacred Heart; M.A. Georgetown 
University; Ph.D. University of Paris. 


Associate Professor of Political Science 
Licentiate in Law, University of Paris; M.A. University of Paris; 
Ph.D. University of Paris. 


Instructor in Political Science 
A.B. Duke University; A.M. University of Michigan; Candidate 
for J.D. Harvard University. 


Lecturer in Biology 
B.S. George Washington University; M.S. George Washington 
University; Ph.D. University of North Carolina. 

DORIS INGRAM LEWIS (Mrs. Frederick P. Lewis), Ph.D. 
Assistant Professor of Chemistry 
B.S. Duke University; Ph.D. Tufts University. 


(Mrs. Melvin Livingstone) B.F.A. 

Assistant Professor of Art 
B.F.A. Massachusetts College of Art; Associate Scholar, Rad- 
cliffe Institute for Independent Study. 

Associate Professor of Mathematics 
Diplome, Ecole Centrale de Paris, Paris. 


Professor of English 
B.A. College of Mount Saint Vincent; M.A. Columbia University; 
Ph.D. Fordham University. 


Associate Professor of Art 
Graduate of the Museum of Fine Arts School; B.F.A. Tufts Uni- 
versity; M.A. Harvard University. 

MARY A. McCAY (Mrs. Douglas McCay), M.A. 

Assistant Professor of English 
B.A. Catholic University of America; M.A. Boston College; Can- 
didate for Ph.D. Tufts University. 


Instructor in History 
B.A. Providence College; Graduate study at Boston College 
School of Social Work. 

MARIE MULLIN McHUGH (Mrs. Edward J. McHugh), Ph.D. 

Professor of History; Chairman, Department of History 
B.A. Manhattanville College; M.A. Radcliffe College; Ph.D. 
Radcliffe College. 


faine Mcmullen, r.s.c.j., ma, j.d. 

Assistant Professor of Political Science 
B.A. College of Mount Saint Vincent; J.D. Fordham Univer- 
sity; MA. Manhattanville College, Graduate study at Catholic 
University of America. 


Associate Professor of American Studies 
B.S. Fordham University; MA. Fordham University; Ph.D. 
Georgetown University. 


Assistant Professor of Religion; Chairman, Department of 

Ph.L. Gregorian University; STL. Gregorian University; Ph.D. 
Gregorian University, Candidate for S.T.D. Gregorian University 


Professor of Chemistry 
M.S. University of Geneva; Ph.D. University of Geneva. 


Professor of Sociology; Chairman, Department of Sociology 
B.A. Academy of Law, Kecskemet; M.S. College of Agriculture, 
Vienna; Ph.D. Royal Hungarian Palatin. Joseph University of 
Technical and Economic Sciences, Budapest. 


Instructor in English 
B.A. Radcliffe College; M.A. Harvard University 


Associate Professor of Psychology 
B.A. Bard College; M.A. Boston University; Ph.D. Boston 

Instructor in Art 
B.A. Brown University; M.A. Brown University. 

Assistant Professor of Art 
Catholic University of America. 


Associate Professor of Mathematics; Chairman, Department 

of Mathematics 
B.A. Boston College; M.A. Brown University; Ph.D. Brown 


Professor of Art 
B.A. Manhattanville College; M.F.A. Catholic University of Amer- 
ica; M.A. Catholic University of America; Ph.D. Catholic Uni- 
versity of America. 


Instructor in Sociology 
B.A., M.A. University of Dacca; M.A. University of Florida; M.A. 
University of Denver. 


Assistant Professor of History 
B.A. Wheaton College (Illinois): B.D. Eastern Baptist Seminary; 
M.A. University of Pennsylvania; Ph.D. University of Pennsyl- 


Assistant Professor of Religion 
B.S. Ohio State University; S.T.B. Boston University School 
of Theology; Ph.D. Boston University; Graduate study at the 
University of London Institute of Archaeology and at the School 
of Oriental and African Studies. 


Associate Professor of Psychology 
A.B. University of Chicago; M.A. University of Chicago; Ph.D. 
University of Chicago. 


Assistant Professor of Mathematics 
B.A. Manhattanville College, MA. Catholic University of Amer- 
ica; Graduate study at Stanford University. 


Instructor in Economics 
B.A. University of Notre Dame; Candidate for Ph.D. Boston 


Assistant Professor of Sociology 
B.A. Harvard College; M.A. Harvard University; Candidate for 
Ph.D. Harvard University. 



Assistant Professor of Education, Graduate Program in 

B.S. University of Nebraska; MAT. (English) Harvard Univer- 
sity; Candidate for Ed.D. Harvard University. 


Assistant Professor of Art 
B.Arch. Pratt Institute; Study at American Art School of Fon- 
tainbleau, France; Ecole des Beaux Arts, Paris. 


Lecturer in Education 
B.A., University of Massachusetts; MAT, Ed.D, Harvard Uni- 


Assistant Professor of Art 
B.F.A. University of Notre Dame; M.F.A. Yale University School 
of Design. 


Professor of German; Chairman, Department of Modern 

M.S. University of Vienna; Ph.D. University of Vienna. 


Assistant Professor of Classics; Chairman, Department of 

B.A. Haverford College; A.M. Harvard University; Ph.D. Har- 
vard University. 


Lecturer in Linguistics 
B.A. Pennsylvania State University; M.A. University of Pittsburgh. 


Professor of English 
B.A. Manhattanville College; M.A. Radcliffe College; Ph.D. 
Catholic University of America. 


Assistant Professor of Religion 
B.A. Grand Canyon College; B.D. Southern Baptist Theological 
Seminary; Ph.D. University of Iowa. 


Professor of Psychology 
Certificate in Business Administration, University of Cracow; 
Diploma in Psychology and Statistics, University of Edinburgh; 
Certificate, University of Cambridge; M.A. University of Cracow, 
Ph.D. University of London. 

Division of Sponsored Research, 
The Physical Science Group 

The purpose of the Division of Sponsored Research 
is to carry out research and development work 
in education. The first projects to be worked on are 
those of the Physical Science Group, formerly at 
Education Development Center, which joined the 
College on June 1, 1971. These include an under- 
graduate program for the preparation of physics- 
chemistry teachers and several physical science 
programs on the secondary level. The Physical 
Science Group is housed on the first floor of the 
Barry Science Pavilion. 

Staff Scientist and Coordinator of Pilot Programs 

Staff Scientist and Deputy Director 

Staff Scientist 

Staff Scientist and Coordinator of School Services 


Staff Scientist and Director 

Staff Scientist 

Administrative Assistant 

Head of Shop 


Administrative Assistant for School Services 

Staff Scientist 


Academic Policies / 19 
Accreditations / 18 
Admission Standards / 39 
Advanced Placement / 41 
American Studies / 24 
Application / 40 
Application Requirements / 40 
Art / 25 
Athletic Association / 7 

Bachelor of Arts Degree / 18 
Bachelor of Science Degree / 19 
Barat House / 10 
Black Students' Association / 7 

Campus / 9 

Campus Visits / 40 

Classics / 26 

College Entrance Examination 

Board Tests / 40 
Comparative Literature / 26 
Correspondence / IBC 
Course Load / 20 
Credit for Outside Work / 19 
Cross-Registration / 20 
Curriculum / 18 

Dormitories / 9 
Drama Club / 7 

Early Decision Plan / 40 
Economics / 27 
Education Program / 24 
885 / 7 
English / 28 
Experimental College / 8 

Federal Programs / 46 
Fees / 42 
Fellowships / 46 
Financial Aid / 45 
Fine Arts Week / 7 
Foreign Students / 41 
French Club / 7 

Glee Club / 7 
Grading System / 20 

History / 29 

Independent Study / 20 
Interdisciplinary Majors / 23 
Interest Committee / 7 
Interview / 40 
Introduction / 3 

Liberal Studies / 30 
Living Environment / 9 
Loans / 46 
Location / IBC 

Major Studies / 23 

Mathematics / 30 

Medical and Counseling Services / 10 

Modern Languages / 31 

Music Program / 24 

National Student Association / 8 
Newtones / 7 
Non-Major Fields / 24 

Office of Career Counseling / 21 

Pass/ Fail Courses / 20 
Philosophy / 32 
Plans of Payment / 45 

Political Science / 33 
Presidential Committees / 6 
Psychology / 34 
Psychology Club / 7 
Putnam Art Center / 10 

Reading Courses / 20 
Readmission / 21 
Refund Policy / 45 
Registered Nurses / 42 
Registration / 21 
Religion / 13, 35 
Reservation Deposit / 43 
Rolling Admissions / 41 
Room and Board / 42 

Schedule of Payments / 44 

Scholarships / 45 

Science / 36 

Social Committee / 7 

Social Life / 15 

Sociology / 37 

Student Employment / 46 

Student Governance / 5 

Student Health Insurance / 44 

Student Organizations / 7 

Student Senate / 6 

Study Abroad / 20 

Transfer Students / 42 
Tuition / 42 

Visitors / IBC 

Volunteer Service Organization / 7 

The Well / 7 

Women at Newton / 5 



The city of Newton, Massachusetts is located seven 
miles west of downtown Boston, forty-six miles south of 
New Hampshire, forty miles north of Providence, and 
two hundred ten miles northeast of New York City. 

Principal routes serving the city are the Massachusetts 
Turnpike (whose extension connects Route 128 with 
the Northeast and Southeast Expressways), Route 128, 
Route 9, Interstate 40 and Interstate 95. 

The city is served by the Massachusetts Bay Transpor- 
tation Authority (MBTA subway), the Middlesex and 
Boston Street Railway (bus), the main line of the Boston 
and Albany Railroad, and by over two dozen major air- 
lines and railways. Boston's Logan Airport and port 
facilities are within ten miles of the College. 


Newton College of the Sacred Heart welcomes visitors 
to the campus. The administrative offices are open 
Monday through Friday, 8:30 a.m. to 4:30 p.m. and by 
appointment on Saturdays during term time. Special 
arrangements for greeting prospective students can be 
made during holiday and vacation periods. Secondary 
school students and their parents who wish an inter- 
view with a member of the Admissions Office are en- 
couraged to arrange a mutually convenient appoint- 
ment well in advance of their trip to the campus. 


The post office address is Newton College of the Sacred 
Heart, Newton, Massachusetts 02159. Inquiries should 
be addressed as follows: 

General interests of the College 

Academic policies and programs 

College policy for students; residence halls 

Admission of Students 

Financial Aid and Fellowships 

College fees and payment dates 

Transcripts and permanent records 

Employment of graduates 

Gifts and bequests 


Alumnae Interests 


Newton College of the Sacred Heart 

Newton, Massachusetts 02159